Supporting Students Moving to the Next Realms of Engagement.

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  • Supporting Students Moving to the Next Realms of Engagement

  • Illustrations: We Serve*TextWere Bonners. We gain an access to education and an opportunity to serve.I work with kids, helping them do better in school.I work with the homeless, helping them get into housing and supportive services.I work with kids, helping them do better in school.I work on the environment, educating & engaging residents in sustainability efforts.I work to reduce hunger, creating community gardens and distributing food to the needy.

  • We Analyze*TextWere Bonners. We aim to understand the root causes and to analyze why and how our work is making a difference.I started looking into the some of the factors that link to students low performance: income levels, levels of family involvement, teacher pay and training, tracking, neighborhood composition, the tax structure...I looked at some of the factors related to homelessness, like wages, education level, illness, mental illness, being a veteran...I work with kids, helping them do better in school.I looked at causes of pollution, energy efficiency, alternative energies, green practices.I analyzed school lunches and whether they were nutritious. I looked at the issue of childhood obesity. I analyzed where the food is coming from...

  • We Go Deeper*TextWere Bonners. We figure out a way to connect our service work and our passion to making a difference. This involves understanding models and policies.I proposed a needed program to my school district. I persuaded two principals to pilot it. I worked with the Board of Education to get the funding. Im going to work on this when I graduate.I did an issue brief. I learned about the effectiveness of Housing First. I presented my findings to the City Council. Next year, Ill be a VISTA helping expand this program.I work with kids, helping them do better in school.I tied my thesis to these issues. I found a way to start an alternative fuels station in this town, which recycles waste to produce bio-diesel. Im networking with other eco-conscious Transition Towns to share this example.I completed a CBR project that helped schools and community partners create more nutritious lunches, which feature locally-grown produce.

  • Moving Students from Service to Policy

  • Initiative Purpose*Resources & strategies to systematically educate students to be aware of and engaged in related public policy research and analysis

  • Goals by SLI 2011*To create and begin to pilot a resource toolkit consisting of a framework, trainings, reflection guides, readings, videos and other live content A Train-the-Trainer program and other methods that share these resources and strategies and make them easy to connect with the Bonner Program


    STUDENT DEVELOPMENTWhat Weve Been Doing with Student Development

  • Background & ProgressWith 5 Es as a guidepost, Bonner Programs in 1990s forged key insightsclass-based meetingscritical reflection link to advising*

  • Background & ProgressFrom Best Practice to Common Practicecivic engagement trainingstrain-the-trainersroadmaptraining calendar*

  • Background & ProgressEvolution of meetings with service restructuringalternating class- and site-based meetngsissue-specific trainings (e.g., classroom management)partners as co-educators*

  • Background & ProgressIntegrating resources from campus & communitycolloquia, speakerssimple partnerships (Career Services, Multicultural Life)curricular links (courses, minors, FIPSE model)*

  • Background & ProgressOpportunities for applicationstudent leadership in creating and presentingsite/team rolescapstone & academic expectations*

  • Where We Stand*Implementation challengesStaffing rolesStudent rolesStudent vs. staff leadershipLow curricular integrationTime

  • Where We Stand*Were doing best at:OrientationsFirst Year TripsCommon CommitmentsMeeting Structure

    12345OrientationThe Bonner Orientation covers key elements of the program (campus and Bonner Program history, context, and frameworks), models key process points (student leadership, professionalism), and meets recommended requirements for time (at least one full day before the school year).covers basesone daybefore school

    N/A12345First-Year TripThe First-Year Service Trip successfully takes first-year (and/or new) Bonners through an immersion experience in a different context, including preparatory educational, service, reflection, and group building activities.immersionpreparationreflectionbonding

    12345Common CommitmentsThe Common Commitments and deeper values of the college philosophy are integrated, and students are fully engaged in exploring the relevance of these ideas to their work.somewhat or well integratedstudents engage deeply

    12345Meeting StructureManagement and Meeting Structure: The Bonner Program has a meeting structure with adequate time (from 15-20% of total hours, at a frequency of two meeting per month or more by class) for effective program management and a comprehensive program of training, enrichment, and reflection (e.g., such as large and small group, business and reflection).well articulated training/meeting structure

  • Where We Stand*We arent doing as well at:Students developmental self-actualizationSecond-Year Exchange (sense of national movement)Upper-class leadership & trainingCapstone experiencesSystematic education for broader civic engagement

    12345Developmental ModelThe Bonner student developmental framework is integrated and implemented throughout the program, including that students are aware of and engaged in the student developmental framework and have an understanding of what knowledge areas, skills, and habits they are developing.implement fairly well at most levels

    Second-Year ExchangeThe Second-Year Exchange effectively provides an opportunity for students to come together with students from another campus for an experience involving reflection, action, and/or education that also provide a larger context for students understanding of their involvement in service.N/A12345effective cross-campus experience, but not necessarily big picture

    12345Third-Year LeadershipThird-Year/Upper-Level Leadership: The program and campus build in opportunities and structures for third-year or upper-level leadership in the Bonner Program; students effectively demonstrate civic leadership in a variety of ways (committees, Congress, class projects, project coordinator roles, mentorship, and reflection).almost a third of programs struggling Somewhat effective structures for student leadership, with half or more students emerging

    12345CapstoneThe Bonner Program effectively structures and provides support for students so that they have a capstone-level experience in the fourth year (e.g., high level service placement, leadership roles within the program, partnership, or on campus).more than a third struggle to providesome guidance for senior capstone

    12345Student Academic ConnectionsMany Bonner students and other student leaders in service enroll in relevant coursework (such as policy, social justice, CBR, service-learning) or participate in independently designed study or research projects at some point during program.some students pursue independently, but not systematic

  • LEVERAGING THE NATIONAL NETWORKBonner Congress, Senior InternsStudent Leadership at the National Level: Big Ideas, Bigger Impact

  • Bonner CongressPast Experience23 Meetings since 1998development of pledge/constitutioncreation of Common Commitments2004 voting campaignChallengesunclear roles beyond the meetinglow interaction with strategic goalsSolutionsnew structure for Congress Reps focused on strategic programming, mobilizing change*

  • Bonner Congress: Big Ideas*Big Idea Project 2009student-led projectstimeline of an academic yearChanges for 2010administrator & senior intern approvalrefined focus areasIssuesBonner BondingCampus/National NetworkingStudent ExperienceCommunity Partnerships/ImpactAcademic/Policy Connections

  • Bonner Congress: Big Ideas*Student Experience Focus Area

    Bates | cornerstone activitiesBerea | alumni initiativeBurlington CC | meeting structureMacalester | student leadership teamMars Hill | student leadership teamStetson | first-year experienceUnion | student leadershipWashington & Lee | postgrad/career opportunities

  • Big Idea BenefitsFor the student: A clearer roleExtends beyond the meetingInvolves strategic thinkingWorks with campus administrators in a strategic process

    For admin: A strategic opportunityCan be used to address programmatic challengesServes as an opportunity for student ownership, buy-in

    For the network: A focus on changeEncourages cross-collaborationAmplifies opportunities for real sharing and problem solving*

  • Bonner Advisory BoardChallengesFew students with direct connections to the FoundationLack of visible student leadership beyond Bonner CongressIntermittent interest in regional collaborationSolutionAn advisory board to Congress with visible roles throughout the yearRegional collaboration organically developed*

  • MARYVILLE COLLEGEYEAR OF THE CHILDRoadmap to Advocacy Innovations to Train and Engage Students in Advocacy

  • First & Second Year ModelFirst year students meet weekly to study an issue.First year trip provides service immersion experience on the same issue.Second year presentations of learning/experience and movement towards lobbying and other actions*

  • Challenges to OvercomeWe noticed that our Roadmap to Service Learning was out of date. This model focused on personal growth that was now covered in the core curriculum.Bonner Scholars were heavy on enrichment activities but lacking in training.Students were passionate about issues but lacking applicable skill sets for advocacy. *

  • Solution

    Switch to Roadmap for AdvocacyInstead of personal reflection pieces, we moved to creating portfolios of advocacy skill setsUse campus resources to provide specific trainings on a regular schedule.While students may still seek out off campus trainings, they must attend at least 4 advocacy trainings each year. *

  • Year of the Child: AdvocacyInformation/MobilizationTeachingPreachingOutreaching (Recruitment)NegotiationPolitical ActionLobbyingDemonstrationCommunity ServiceProtest*

  • Advocacy Trainings All trainings are at 6pm in the CCM Monday, October 4th Bystander Behavior

    Monday, November 1st- Media Relations

    Monday, November 29th Recruitment *

  • Community Service OpportunitiesBMI Screening for Blount County Schools Schedule and Sign up on the table

    Halloween Carnival with Parks and RecFriday, October 29 from 5 9 pm @ Everett Recreation Center (Sign up on Board)*


    Course-based modelInnovation to Educate Students Through Social Movements

  • Upping the AnteChallengesOne-person office30 leaders over 4 class levelsScheduling LMC is 60% athletes = very difficult evening schedulesLMC has no planned open hourPerception that training and enrichment events are optional *

  • Upping the AnteGoalsIncrease face-to-face time with first year studentsCreate more consistent and developmental opportunities for all students Increase participation in training and enrichmentGrow morale and camaraderie Create positive & rewarding opportunities*

  • New StructureFallFirst-year students enroll in same section of FYS (Freshman Year Seminar: Service and Social Justice on a Shrinking Globe) This is a 2 credit hour course that meets for 1 hour, twice each week.Basic survey course of social movements in the United States with some perspective of global movements that affect local workIncorporates on-campus speakers, (i.e. McRae House Social Justice Series) into the syllabiUses a blogger tool for reflections and information writingRequires an end of the semester presentation and paper on a specific social movement with some reflection on personal service and impact opportunities*

  • First Year SeminarLearning Goals:Students will develop knowledge of various social justice movements and issues. Students will develop their writing and communication skills. Students will develop critical thinking and reflection skills. Students will be introduced to various processes of research and writing.*

  • First Year SeminarLearning Outcomes: Through reading and writing assignments, special events and guest speakers students will:Understand, recognize, and exhibit ethical behaviors and citizenship within educational, social, environmental, and cultural contexts. (Relates to Core Goals 1, 2 and 4 and the FYS service-learning project and reflection paper)Develop strong communication skills in order to function effectively in varied settings and situations. (Relates to Core Goals 1 and 5 and both the FYS written assignment and assignment using another form of communication.)Students will understand social movements as they relate to them both as individuals and as members of a global community.*

  • FY Seminar CalendarSeptemberLabor MovementCivil Rights MovementImmigrant RightsJust War and Peace MovementOctoberEducation in ActionEnvironmental MovementWomens Movement*

  • New StructureFallUpper-class students enroll in same section of IDS 288 (Special Topics Leadership Course for Bonner Leaders) This is a 1 credit hour course that meets once each week.Using Paul Loeb, Soul of a Citizen to format our discussion and projects on various civic engagement based skill sets, reflection on current service and group-based outreach projects. Requires end of the semester participation in the Service Symposium. *

  • Other ElementsMonthly All Bonner DinnersSocial in nature; geared at Bonner Bonding Service SymposiumReflection and measuringCapstone event for graduating Bonner LeadersLinked to students final Omega presentationsTied to Honors and Awards campus-wide event*

  • New StructureSpringFirst-year & Sophomores will be enrolled in the same section of IDS. This class will meet once each week for 1 hour and offer 1 credit hour. A new text will be chosen to move through developmentally appropriate topics focusing on the first three Es (Expectation, Explore, Experience) Participation in the spring Service Symposium will be a final class requirement. This course will also work with established focus weeks and speaker series and participation in these events will be included as a class requirement. *

  • New StructureSpringJunior & Seniors will be enrolled in the same section of IDS. This class will meet once each week for 1 hour and offer 1 credit hour. A new text will be chosen to move through developmentally appropriate topics focusing on the last two Es (Example, Expertise). Specific focus will be given to ideas of vocation, career application, etc. Participation in the spring Service Symposium will be a final class requirement. This course will also work with established focus weeks and speaker series and participation in these events will be included as a class requirement. *


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